Discussion of AR goal record keeping.
1. Sarah uses stars to indicate points towards meeting individual goals, and conferences with students on a regular basis.
2. Jessica conferences with students on an every other day basis. Students are updated on their goals, and asked questions about their books. Individualized, differentiated reading strategy slips are given to students in an effort to increase active reading.
3. Pam uses the small computers to test students at the beginning of the month, students have their new level listed in their planning. She checks with students to see if they are reading at their level. Pam conferences with students based on their current performance. "Consistently persistent"
All members indicate that they are doing 30 minutes of silent reading in each class.
1/17/2012
Discussion of a writing outline.
Preparing students for writing a 5 paragraph essay. Importance of organization, how planning helps to make students a better writer. Questions as to how a student could be advanced on writing an outline? If students complete an introduction, supporting sentences / ideas, and conclusion - that is proficient.
Most commonly, teachers are using roman numerals and letters to divide the outline. Writing in complete sentences is NOT necessary when writing an outline. Comparing a writing plan to planning for a party works well with the students.
1/24/2012
Continued discussion of writing outline.
Looking at paragraphs: weakest areas include topic sentence and support
Possible solutions:
1. Brainstorm extra ideas for support (in a cluster prior to planning)
2. Remind students to use part of the question / topic in the first sentence.
Concerns: when reading prompts or questions, students get caught up in the vocabulary / word choice.
1/25/2012
Update on blitz agenda: main idea, figurative language
Main idea - primarily focusing on non-fiction reading, conditional questions with response in paragraph form.
"If a tree falls in the woods, there would be a hole in the ground."
Main idea is still difficult for most to grasp.
Figurative Language - metaphor and simile seems to be a strength, still struggling with foreshadowing.
1/31/2012
Update on blitz agenda: editing task practice
Idea #1 - Have students practice grammar on a variety of sentences. Ex: sentence combining, sentence editing. Followed by a writing prompt that pertains to the corrected sentences. Students are writing a paragraph, and then grade each other using a rubric.
Idea #2 - Use CSAP / TCAP released items or create a paragraph that needs to be edited. This is so students can familiarize themselves with the testing format. Additionally, giving students a prompt that relates to the paragraph - asking them to respond in a short constructed response format.
Instructional Strategies -
1) Think (work), Pair, Share
2) Sage and Scribe
3) Student led corrections (one student uses doc camera to guide class in corrections)
4) Double-sided worksheets (one in class, one as homework) - a.k.a. I do, We do, You do
Next session - continue figurative language discussion, start talking about poetry
2/2/2012
Updating Sarah on editing discussion from Tuesday.
Ranking of importance, conventions:
1. Grammar and usage
2. Capitalization
3. Punctuation
4. Spelling
Figurative Language
Jessica reported that students have trouble writing hyperboles. Being sarcastic on paper takes practice. Solutions: create one with a group, or with partners, before working independently.
Share out session
2/8/2012
Sarah discussed today's lesson, short constructed response and essay. A Venn Diagram comparing and contrasting the two. Followed by a short constructed response to the novel Tangerine. The long term hope is that all students quote the text.
Pam had her students writing SCRs to questions from the Shining Star curriculum. Similarly, she had her students comparing and contrasting. Starting with a thesis, followed by what would support the answer.
Jessica has been focusing on the ability to find supportive quotes from the text, then writing a SCR - using the quotes.
Sarah and Jessica taught the 4 square persuasive model for essays to Pam. She was able to make it Shining Star friendly.
All Literacy department members will practice a timed essay session in the next two weeks.
2/9/2012
Continuation of essay and SCR response discussion.
Outlines are the focus of both SCR and expository 5 paragraph essays. The persuasive four square model does set up the essay for only four paragraphs.
Pam is looking for an empty template, that she might fill in the appropriate sections for persuasive writing.
Suggested process: teacher led examples of how to fill in outline or persuasive mental model. Students write paragraphs independently. For grading focus: only one paragraph at a time to be submitted.
2/14/2012
Pam created a persuasive essay plan template. She will have students become familiar with the template before removing it.
Pam also brought another couple of editing task practices.
Book talks with Chris: she will provide an opportunity to increase the number of higher point books. Interesting presentation, highly recommended.
Outlines for expository writing. Exemplars are given before requiring them to start writing. Students are still practicing writing outlines.
2/23/2012
Using the agreed conferencing questions from our Tuesday PD, we are creating a conference sheet. This conference sheet will be laminated. The purpose of this conferencing tool is to allow for "silent communication" for teachers struggling with keeping the other students quiet. Those teachers who are proficient with conferences, can use it as a guide or reference.
Sarah suggested that students be given it as a handout, and then review with the students as they are called forward.
Pam would like to use it silently.
Jessica will rotate between the two.
TCAP Update: all members are working on the writing process.
Jessica has noticed that students are struggling with introductions.
Sarah's students are struggling with the conclusion.
2/28/2012
Discussion of Pam's editing task. Sarah's students had a few questions about the editing task, Pam offered clarification.
The Silent Conferencing Inventory - perhaps adding the ZPD, so students will be able to answer if asked.
Groups options: working together after completing the inventory. Individuals who are conferencing one on one can also bring this paper up with them.
TCAP Writing Practice Update: five paragraph essays in the SpringBoard classes. Sarah is using a Five Sentence Paragraphs Rubric created at an earlier time. Sarah used the prompt from the Writing Contest. Jessica crafted a curriculum based prompt, comparing students themselves to the main character in a five paragraph typed essay. The rubric being used is from the Benchmark Writing Style and Fluency rubric. Pam has been working with her students on a three paragraph essay, specifically a persuasive essay.
3/1/2012
Writing in ELD: discussion of setting better writing goals for each level. For example, Level A students should be able to have a cohesive paragraph. Adding a paragraph, intro and conclusion to each level as they go up the ELD ladder.
Writing in SpringBoard: five paragraph essay recent results - outlines are in full use. Quotations for support for those students who are proficient.
Summaries: student refer to it as the main idea with the most important details. Remind students it's best to rephrase the text in your own words.
3/20/2012
Plans for end of the year:
Pam - writing fluency, poetry
Sarah - finishing class novel, Novio Boy, lit circles, poetry
Jessica - Novio Boy, writing activities that compliment playwriting, lit circles, poetry
3/22/2012
Book ordering from Tattered Cover for Pam, Sarah and Jessica will go to The Bookies to order their books for students.
AR reports: Pam conferences with her students ahead of time, discussing the student progress. Jessica discusses goals and percentages with students during conferences on Monday and Friday. Sarah conferences with students once a week regarding their points, and they put up their stars on the point chart after finishing quizzes.
4/2/2012
Book orders from Follett came in, discussion of AR goals for the end of the year. Can books be ordered more frequently next year, especially because we are so invested in the program?
4/12/2012
Alternatives to silent reading: giving students a short story to read together. Write 8 story-based words onto cards. Step one: using cards, arrange as a story orally with team members. All 8 words must be used. After talking the story out, students write a story (either together or individually). Step Two: students listen to class reading of the story and write a summary of the story. Compare the two stories.
In groups of three: scribe, reader, researcher. Scribe writes the notes on NEO, reader shares from the literature, researcher looks on the internet. Notes should relate to topic and be in chronological order, and support the main idea. Working with teacher to eliminate extemporaneous info and rewrite the paragraph.
Discussion of AR goal record keeping.
1. Sarah uses stars to indicate points towards meeting individual goals, and conferences with students on a regular basis.
2. Jessica conferences with students on an every other day basis. Students are updated on their goals, and asked questions about their books. Individualized, differentiated reading strategy slips are given to students in an effort to increase active reading.
3. Pam uses the small computers to test students at the beginning of the month, students have their new level listed in their planning. She checks with students to see if they are reading at their level. Pam conferences with students based on their current performance. "Consistently persistent"
All members indicate that they are doing 30 minutes of silent reading in each class.
1/17/2012
Discussion of a writing outline.
Preparing students for writing a 5 paragraph essay. Importance of organization, how planning helps to make students a better writer. Questions as to how a student could be advanced on writing an outline? If students complete an introduction, supporting sentences / ideas, and conclusion - that is proficient.
Most commonly, teachers are using roman numerals and letters to divide the outline. Writing in complete sentences is NOT necessary when writing an outline. Comparing a writing plan to planning for a party works well with the students.
1/24/2012
Continued discussion of writing outline.
Looking at paragraphs: weakest areas include topic sentence and support
Possible solutions:
1. Brainstorm extra ideas for support (in a cluster prior to planning)
2. Remind students to use part of the question / topic in the first sentence.
Concerns: when reading prompts or questions, students get caught up in the vocabulary / word choice.
1/25/2012
Update on blitz agenda: main idea, figurative language
Main idea - primarily focusing on non-fiction reading, conditional questions with response in paragraph form.
"If a tree falls in the woods, there would be a hole in the ground."
Main idea is still difficult for most to grasp.
Figurative Language - metaphor and simile seems to be a strength, still struggling with foreshadowing.
1/31/2012
Update on blitz agenda: editing task practice
Idea #1 - Have students practice grammar on a variety of sentences. Ex: sentence combining, sentence editing. Followed by a writing prompt that pertains to the corrected sentences. Students are writing a paragraph, and then grade each other using a rubric.
Idea #2 - Use CSAP / TCAP released items or create a paragraph that needs to be edited. This is so students can familiarize themselves with the testing format. Additionally, giving students a prompt that relates to the paragraph - asking them to respond in a short constructed response format.
Instructional Strategies -
1) Think (work), Pair, Share
2) Sage and Scribe
3) Student led corrections (one student uses doc camera to guide class in corrections)
4) Double-sided worksheets (one in class, one as homework) - a.k.a. I do, We do, You do
Next session - continue figurative language discussion, start talking about poetry
2/2/2012
Updating Sarah on editing discussion from Tuesday.
Ranking of importance, conventions:
1. Grammar and usage
2. Capitalization
3. Punctuation
4. Spelling
Figurative Language
Jessica reported that students have trouble writing hyperboles. Being sarcastic on paper takes practice. Solutions: create one with a group, or with partners, before working independently.
Share out session
2/8/2012
Sarah discussed today's lesson, short constructed response and essay. A Venn Diagram comparing and contrasting the two. Followed by a short constructed response to the novel Tangerine. The long term hope is that all students quote the text.
Pam had her students writing SCRs to questions from the Shining Star curriculum. Similarly, she had her students comparing and contrasting. Starting with a thesis, followed by what would support the answer.
Jessica has been focusing on the ability to find supportive quotes from the text, then writing a SCR - using the quotes.
Sarah and Jessica taught the 4 square persuasive model for essays to Pam. She was able to make it Shining Star friendly.
All Literacy department members will practice a timed essay session in the next two weeks.
2/9/2012
Continuation of essay and SCR response discussion.
Outlines are the focus of both SCR and expository 5 paragraph essays. The persuasive four square model does set up the essay for only four paragraphs.
Pam is looking for an empty template, that she might fill in the appropriate sections for persuasive writing.
Suggested process: teacher led examples of how to fill in outline or persuasive mental model. Students write paragraphs independently. For grading focus: only one paragraph at a time to be submitted.
2/14/2012
Pam created a persuasive essay plan template. She will have students become familiar with the template before removing it.
Pam also brought another couple of editing task practices.
Book talks with Chris: she will provide an opportunity to increase the number of higher point books. Interesting presentation, highly recommended.
Outlines for expository writing. Exemplars are given before requiring them to start writing. Students are still practicing writing outlines.
2/23/2012
Using the agreed conferencing questions from our Tuesday PD, we are creating a conference sheet. This conference sheet will be laminated. The purpose of this conferencing tool is to allow for "silent communication" for teachers struggling with keeping the other students quiet. Those teachers who are proficient with conferences, can use it as a guide or reference.
Sarah suggested that students be given it as a handout, and then review with the students as they are called forward.
Pam would like to use it silently.
Jessica will rotate between the two.
TCAP Update: all members are working on the writing process.
Jessica has noticed that students are struggling with introductions.
Sarah's students are struggling with the conclusion.
2/28/2012
Discussion of Pam's editing task. Sarah's students had a few questions about the editing task, Pam offered clarification.
The Silent Conferencing Inventory - perhaps adding the ZPD, so students will be able to answer if asked.
Groups options: working together after completing the inventory. Individuals who are conferencing one on one can also bring this paper up with them.
TCAP Writing Practice Update: five paragraph essays in the SpringBoard classes. Sarah is using a Five Sentence Paragraphs Rubric created at an earlier time. Sarah used the prompt from the Writing Contest. Jessica crafted a curriculum based prompt, comparing students themselves to the main character in a five paragraph typed essay. The rubric being used is from the Benchmark Writing Style and Fluency rubric. Pam has been working with her students on a three paragraph essay, specifically a persuasive essay.
3/1/2012
Writing in ELD: discussion of setting better writing goals for each level. For example, Level A students should be able to have a cohesive paragraph. Adding a paragraph, intro and conclusion to each level as they go up the ELD ladder.
Writing in SpringBoard: five paragraph essay recent results - outlines are in full use. Quotations for support for those students who are proficient.
Summaries: student refer to it as the main idea with the most important details. Remind students it's best to rephrase the text in your own words.
3/20/2012
Plans for end of the year:
Pam - writing fluency, poetry
Sarah - finishing class novel, Novio Boy, lit circles, poetry
Jessica - Novio Boy, writing activities that compliment playwriting, lit circles, poetry
3/22/2012
Book ordering from Tattered Cover for Pam, Sarah and Jessica will go to The Bookies to order their books for students.
AR reports: Pam conferences with her students ahead of time, discussing the student progress. Jessica discusses goals and percentages with students during conferences on Monday and Friday. Sarah conferences with students once a week regarding their points, and they put up their stars on the point chart after finishing quizzes.
4/2/2012
Book orders from Follett came in, discussion of AR goals for the end of the year. Can books be ordered more frequently next year, especially because we are so invested in the program?
4/12/2012
Alternatives to silent reading: giving students a short story to read together. Write 8 story-based words onto cards. Step one: using cards, arrange as a story orally with team members. All 8 words must be used. After talking the story out, students write a story (either together or individually). Step Two: students listen to class reading of the story and write a summary of the story. Compare the two stories.
In groups of three: scribe, reader, researcher. Scribe writes the notes on NEO, reader shares from the literature, researcher looks on the internet. Notes should relate to topic and be in chronological order, and support the main idea. Working with teacher to eliminate extemporaneous info and rewrite the paragraph.